Introduction: What does “Liberty” mean? Is there a difference between personal liberty and national liberty? Can you give me some examples of liberties? Now how about “Rights?” Is having rights the same thing as having liberty? We have rights that allow us to do things and rights that protect us from other people doing certain things to us--in other words, we have the right not to do some things. So in essence--liberties are inalienable rights, such as life and the pursuit of happiness--rights we have because we’re human beings and we have other rights too-- rights which we have been given because we’re American citizens, such as the right to vote and the freedom of speech. But what is it about us, that caused us to create such a nation and a government that allows such liberties and rights as define us as a people? (CFU) We can find out a lot about who we are today by looking at the people and events that came together to form our nation. One of these formative groups of people came together 177 years before Columbus sailed to the New World…
Days Two & Three:
PRESENTATION:
The Magna Carta and the changing role of “freemen.”
The development of the “freest monarchy” and the English Bill of Rights.
Englishmen in America--the Puritans and early democracy
MODELING:
Read and discuss Mayflower Compact.
Read and discuss excerpts from Old Deluder Laws.
SMALL GROUP PRACTICE:
“Create a Class Compact” scenario. “Our class has been marooned on a far away island. We know that once every two years scientists come to the island to collect bird eggs and we will be rescued then--but that is two years away. How will we survive until then? We will have to get along somehow. Things to think about. Who will be in charge? How will we choose that person? What individual rights will we have? What freedoms, what duties? Where does the good of the individual end and the good of the group begin? How shall these rules be enforced? (CFU)
INDIVIDUAL PRACTICE:
Read from A History of Us Volume 2, pages 140-158. This covers mini-chapters 37 through 41. Write a ten sentence summary for one of these chapters. Be sure to explain how you think this information connects to today’s lesson.
Days Four & Five:
PRESENTATION:
English politics in a growing America.
The Imperial System
Unlawful expansion: English settlers in the French Ohio Territory
George Washington and the unofficial War
The French and Indian War--a first First World War?
MODELING:
Keeping track of all these dates--making a Timeline of American History demonstration on whiteboard.
SMALL GROUP PRACTICE:
Groups begin on-going Timeline of American History on butcher’s paper with yardsticks and markers.
INDIVIDUAL PRACTICE:
Read from A History of Us Volume 3, pages 21-35. Write a short biography (10 sentences minimum) about a figure from the French and Indian War. Be sure to explain why you think this person is an important contributor to American History.
Days Six & Seven:
PRESENTATION:
British Victory--The French Army leaves but the French Catholic Canadians and the hostile Indians in Ohio remain.
A standing army in the colonies
Pontiac’s rebellion and the Proclamation of 1763--what was the point of the war?
The end of Salutary Neglect--who’s going to pay for the war?
MODELING:
The lighter side of a revolutionary mind: Read and discuss prologue and sayings of Ben Franklin’s Poor Richard’s Almanac, page 24-26 in A History of Us Volume 11, Sourcebook. What do some of these sayings say about colonial life? Are they still useful advice today? (CFU)
SMALL GROUP PRACTICE:
Your groups have been chosen by a publisher to create a new Poor Richard’s Almanac. Each member should contribute one piece of advice. Like Franklin, try to make your advice timeless.
INDIVIDUAL PRACTICE:
Read from A History of Us Volume 3, pages 50-68. This covers mini-chapters 11-13. Make a list of three key concepts or events from each chapter and briefly explain in two or three sentences why you think they’re important.
Days Eight & Nine:
PRESENTATION:
Taxation Without Representation: George Grenville’s new measures.
The Colonies enter an economic recession
The Sons of Liberty-(Liberty had lots of daughters too)-riots in the streets and boycotts in the stores
The Townshend Acts
Virtual Representation
John Dickenson and Samuel Adams and the inevitable Boston massacre
“Boston Massacre” film clip from HBO production John Adams
John Adams and the Boston Massacre
The Boston Tea Party and the Coercive Acts
“Rough music for the tax collector” film clip from HBO production John Adams
MODELING:
Discuss hand out Daily Lives (page 156-159 Nation of Nations Vol. 1). Protesting the actions of the government is nothing new in America despite what your grandparents tell you about the 1960’s. How did the pre-Revolutionary War protests differ from what we see today? How were they the same? These mobs were referred to as “rabble.” Do you think they really were, or that maybe they were more organized than the Colonial British Government thought? How many of you have heard of John Dickenson? (CFU)
SMALL GROUP PRACTICE:
Scenario: We are all members of the Sons of Liberty and we’re getting ready for our big protest against the Townshend duties tonight. What kind of protest signs can we make? (CFU) Why effigies of King George III, of course! We’ll use these burlap bags, paper bags, newspaper stuffing, markers and construction paper. Tomorrow we’ll have a protest in the parking lot! Sorry, no tar, feathers, fire or destruction of property.
INDIVIDUAL PRACTICE:
Read John Dickenson documents and choose slogans based on what you read (quotes are okay) to make posters for our protest. Be sure to mention specific acts (ex. Stamp Act, Quartering Act, Molasses Act, Declaratory Act etc.) that offend your Colonial sensibilities.
Day Ten:
PRESENTATION:Mock protest
MODELING:
Class discussion. What were we asking for with our protests? Why did colonist’s feel that their rights were being ignored? Were they right? (CFU)
SMALL GROUP PRACTICE:
Work on Timeline for American History
INDIVIDUAL PRACTICE:
We all know that the Revolution will start very soon. Was the Revolution caused by the unreasonable expectations of the Colonists, King George III, the British Parliament or some other force? Could it have been avoided or was it inevitable? Support your thesis with a one and a half page minimum, double spaced, typed, essay. Spelling and grammar count--you have all weekend and you have your books, notes and handouts to use. This is your test for this week’s material, so do a good job.
Closure: What we’ve been doing for the last two weeks is something more than learning about the events that led up to the Revolutionary War. We’ve also been gaining an understanding of the reasons why we created the style of government we have today and why so many of us think the way we do about not just government, but everything else too. Can anybody give me some examples of actions, or even feelings that these Founders had, that we still have today? Do you think we would be the nation of people we are if we gradually gained our independence like Canada? Unlike most other nations on Earth, ours is a nation of people who do not fear their government… in fact, we are our government. Next Monday, we’re going to war with England, so rest up this weekend.
John's Lesson
Day One:
Introduction: What does “Liberty” mean? Is there a difference between personal liberty and national liberty? Can you give me some examples of liberties? Now how about “Rights?” Is having rights the same thing as having liberty? We have rights that allow us to do things and rights that protect us from other people doing certain things to us--in other words, we have the right not to do some things. So in essence--liberties are inalienable rights, such as life and the pursuit of happiness--rights we have because we’re human beings and we have other rights too-- rights which we have been given because we’re American citizens, such as the right to vote and the freedom of speech. But what is it about us, that caused us to create such a nation and a government that allows such liberties and rights as define us as a people? (CFU) We can find out a lot about who we are today by looking at the people and events that came together to form our nation. One of these formative groups of people came together 177 years before Columbus sailed to the New World…
Days Two & Three:
PRESENTATION:
The Magna Carta and the changing role of “freemen.”
The development of the “freest monarchy” and the English Bill of Rights.
Englishmen in America--the Puritans and early democracy
MODELING:
Read and discuss Mayflower Compact.
Read and discuss excerpts from Old Deluder Laws.
SMALL GROUP PRACTICE:
“Create a Class Compact” scenario. “Our class has been marooned on a far away island. We know that once every two years scientists come to the island to collect bird eggs and we will be rescued then--but that is two years away. How will we survive until then? We will have to get along somehow. Things to think about. Who will be in charge? How will we choose that person? What individual rights will we have? What freedoms, what duties? Where does the good of the individual end and the good of the group begin? How shall these rules be enforced? (CFU)
INDIVIDUAL PRACTICE:
Read from A History of Us Volume 2, pages 140-158. This covers mini-chapters 37 through 41. Write a ten sentence summary for one of these chapters. Be sure to explain how you think this information connects to today’s lesson.
Days Four & Five:
PRESENTATION:
English politics in a growing America.
The Imperial System
Unlawful expansion: English settlers in the French Ohio Territory
George Washington and the unofficial War
The French and Indian War--a first First World War?
MODELING:
Keeping track of all these dates--making a Timeline of American History demonstration on whiteboard.
SMALL GROUP PRACTICE:
Groups begin on-going Timeline of American History on butcher’s paper with yardsticks and markers.
INDIVIDUAL PRACTICE:
Read from A History of Us Volume 3, pages 21-35. Write a short biography (10 sentences minimum) about a figure from the French and Indian War. Be sure to explain why you think this person is an important contributor to American History.
Days Six & Seven:
PRESENTATION:
British Victory--The French Army leaves but the French Catholic Canadians and the hostile Indians in Ohio remain.
A standing army in the colonies
Pontiac’s rebellion and the Proclamation of 1763--what was the point of the war?
The end of Salutary Neglect--who’s going to pay for the war?
MODELING:
The lighter side of a revolutionary mind: Read and discuss prologue and sayings of Ben Franklin’s Poor Richard’s Almanac, page 24-26 in A History of Us Volume 11, Sourcebook. What do some of these sayings say about colonial life? Are they still useful advice today? (CFU)
SMALL GROUP PRACTICE:
Your groups have been chosen by a publisher to create a new Poor Richard’s Almanac. Each member should contribute one piece of advice. Like Franklin, try to make your advice timeless.
INDIVIDUAL PRACTICE:
Read from A History of Us Volume 3, pages 50-68. This covers mini-chapters 11-13. Make a list of three key concepts or events from each chapter and briefly explain in two or three sentences why you think they’re important.
Days Eight & Nine:
PRESENTATION:
Taxation Without Representation: George Grenville’s new measures.
The Colonies enter an economic recession
The Sons of Liberty-(Liberty had lots of daughters too)-riots in the streets and boycotts in the stores
The Townshend Acts
Virtual Representation
John Dickenson and Samuel Adams and the inevitable Boston massacre
“Boston Massacre” film clip from HBO production John Adams
John Adams and the Boston Massacre
The Boston Tea Party and the Coercive Acts
“Rough music for the tax collector” film clip from HBO production John Adams
MODELING:
Discuss hand out Daily Lives (page 156-159 Nation of Nations Vol. 1). Protesting the actions of the government is nothing new in America despite what your grandparents tell you about the 1960’s. How did the pre-Revolutionary War protests differ from what we see today? How were they the same? These mobs were referred to as “rabble.” Do you think they really were, or that maybe they were more organized than the Colonial British Government thought? How many of you have heard of John Dickenson? (CFU)
SMALL GROUP PRACTICE:
Scenario: We are all members of the Sons of Liberty and we’re getting ready for our big protest against the Townshend duties tonight. What kind of protest signs can we make? (CFU) Why effigies of King George III, of course! We’ll use these burlap bags, paper bags, newspaper stuffing, markers and construction paper. Tomorrow we’ll have a protest in the parking lot! Sorry, no tar, feathers, fire or destruction of property.
INDIVIDUAL PRACTICE:
Read John Dickenson documents and choose slogans based on what you read (quotes are okay) to make posters for our protest. Be sure to mention specific acts (ex. Stamp Act, Quartering Act, Molasses Act, Declaratory Act etc.) that offend your Colonial sensibilities.
Day Ten:
PRESENTATION:Mock protest
MODELING:
Class discussion. What were we asking for with our protests? Why did colonist’s feel that their rights were being ignored? Were they right? (CFU)
SMALL GROUP PRACTICE:
Work on Timeline for American History
INDIVIDUAL PRACTICE:
We all know that the Revolution will start very soon. Was the Revolution caused by the unreasonable expectations of the Colonists, King George III, the British Parliament or some other force? Could it have been avoided or was it inevitable? Support your thesis with a one and a half page minimum, double spaced, typed, essay. Spelling and grammar count--you have all weekend and you have your books, notes and handouts to use. This is your test for this week’s material, so do a good job.
Closure: What we’ve been doing for the last two weeks is something more than learning about the events that led up to the Revolutionary War. We’ve also been gaining an understanding of the reasons why we created the style of government we have today and why so many of us think the way we do about not just government, but everything else too. Can anybody give me some examples of actions, or even feelings that these Founders had, that we still have today? Do you think we would be the nation of people we are if we gradually gained our independence like Canada? Unlike most other nations on Earth, ours is a nation of people who do not fear their government… in fact, we are our government. Next Monday, we’re going to war with England, so rest up this weekend.
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